Childminder EY473334

Inspection date

Previous inspection date 3 February 2017 30 June 2014

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children's behaviour is good. The childminder is a positive role model for children. She is calm-natured, kind and sensitive to children's individual needs. Children develop good manners and learn to respect their environment and others.  The childminder keeps her skills and knowledge up to date to benefit children, such as through accessing regular training and sharing good practice ideas with other childminders.  Partnerships with parents are good. The childminder shares information well to support children's care and learning needs. Parents state that they feel supported and they welcome the childminder's flexible approach to her service and care.  The childminder finds out what children know at the beginning, as a starting point for planning. She observes and records their achievements, and regularly checks their progress to close any gaps in their learning. Children make good progress.  The childminder gives children lots of praise and encouragement during activities. She

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This provision is good

supports children well to grow in confidence and to develop their self-esteem.

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It is not yet outstanding because:

 On occasion, the childminder does not make the best use of opportunities to develop children's independence and self-care skills further.  The childminder does not consistently ask children useful questions to enrich their thinking skills to higher levels.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 help children to develop further their independence and skills in managing tasks for themselves  make full use of opportunities to extend further children's thinking skills.

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Inspection activities

 The inspector observed the childminder as she played with the children.  The inspector looked at children's learning journals and a selection of other documents.  The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector took into account the views of parents.  The inspector and the childminder evaluated an activity together.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her role and responsibility to support children's welfare, and she knows how to identify and refer any concerns. The childminder checks her home and garden regularly to ensure they are safe, secure and suitable environments for children to use. The childminder continues to improve outcomes for children through professional development opportunities. For example, she has recently attended a mathematics workshop, which has helped her to review how she supports children's mathematical development. The childminder works closely with parents. She keeps them well informed of their children's ongoing development and encourages them to contribute to this. The childminder has effective relationships with other settings that children attend to support continuity in their learning.

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Quality of teaching, learning and assessment is good

The childminder makes accurate observations and assessments of children's learning. She carefully considers what children need to learn next and plans around their needs and interests to extend their learning. Children are competent communicators. They engage well in conversations with the childminder and other children. The childminder extends children's language effectively. For example, she models correct language and introduces new vocabulary, such as 'linking the track' and 'continuous loop' during train track play. The childminder plans activities to help children develop their physical and creative skills. For instance, she encourages children to use a range of appropriate tools while exploring textures in dough activities.

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Personal development, behaviour and welfare are good

Children are happy, confident and settle easily into the childminder's care. The childminder supports children's self-esteem effectively, offering praise and reassurance. Children learn to behave well, for example, they negotiate, share and take turns in their play. The childminder develops children's understanding of individual differences in the wider world. For example, children recently enjoyed learning about Chinese New Year. They discussed the different traditions and created Chinese lanterns and lucky money envelopes. The childminder provides children with nutritious, freshly prepared meals and snacks to support their good health.

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Outcomes for children are good

Children make good progress from their starting points. They gain confidence in their abilities and show curiosity, in readiness for school. Children have strong social skills and develop a respect for others. They play happily with their friends as well as being able to play on their own. Children have the confidence to explore and find things out for themselves. They concentrate during activities and are well motivated in their learning.

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Setting details

Unique reference number EY473334 Local authority Hampshire Inspection number 1069976 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 3 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 30 June 2014

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Telephone number

The childminder registered in 2013. She lives in Fareham, Hampshire. The childminder provides care Monday to Friday from 7.30am to 5.45pm, All year round except Bank Holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the early years foundation stage.

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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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